Leonard, W.H., & Penick, J.E. (2009). Is the inquiry real?. The Science Teacher, 76(5), 40-43.
Is the Inquiry Real? This article aims to eliminate some of the confusion about implementing inquiry-based instruction into Science Classrooms. The idea of inquiry-based instructional techniques are often seen in National Standards, educational research, and in different science curriculums. All of these resources often describe inquiry practi ces in different ways, as well as, give differing opinions on how to determine if inquiry is authentic within the classroom. This information overload can lead to confusion, and anxiety when it comes to implementing inquiry-based practices in the Science classroom. The Science Teacher presents the roles of both teacher and student during inquiry learning by listing each party's responsibilities. The main goal of the teacher during inquiry-based instruction is to create a safe and stimulating environment. The teacher should also remain available for guidance, as well as become a source of further resources. The basic role of students is to preform most of the questioning, analyzing, data collection, and result sharing. The article also gives an example in which inquiry can be initiated in the classroom. Initiation provides students with a situation in which they are to ask questions, develop a hypothesis and a procedure. Students are then to research their questions through experimentation, and different resources, and come to a conclusion. As a last note of clarification the article also provides several common examples of "unreal" inquiry assignments, for comparison.
Inquiry-based instruction is one of the most talked about topics in Science curriculum. It seems like an important theory, yet, steps necessary for the theory to be useful in the classroom are not always readily available. This article is very straight forward, and helps to clarify all of the vague, and varying information about this infamous form of instruction. It is a valuable resource to have when implementing inquiry-based instruction into the classroom for the first time.
Leonard, W.H., & Penick, J.E. (2009). Is the inquiry real?. The Science Teacher, 76(5), 40-43.
Is the Inquiry Real?
This article aims to eliminate some of the confusion about implementing inquiry-based instruction into Science Classrooms. The idea of inquiry-based instructional techniques are often seen in National Standards, educational research, and in different science curriculums. All of these resources often describe inquiry practi ces in different ways, as well as, give differing opinions on how to determine if inquiry is authentic within the classroom. This information overload can lead to confusion, and anxiety when it comes to implementing inquiry-based practices in the Science classroom. The Science Teacher presents the roles of both teacher and student during inquiry learning by listing each party's responsibilities. The main goal of the teacher during inquiry-based instruction is to create a safe and stimulating environment. The teacher should also remain available for guidance, as well as become a source of further resources. The basic role of students is to preform most of the questioning, analyzing, data collection, and result sharing. The article also gives an example in which inquiry can be initiated in the classroom. Initiation provides students with a situation in which they are to ask questions, develop a hypothesis and a procedure. Students are then to research their questions through experimentation, and different resources, and come to a conclusion. As a last note of clarification the article also provides several common examples of "unreal" inquiry assignments, for comparison.
Inquiry-based instruction is one of the most talked about topics in Science curriculum. It seems like an important theory, yet, steps necessary for the theory to be useful in the classroom are not always readily available. This article is very straight forward, and helps to clarify all of the vague, and varying information about this infamous form of instruction. It is a valuable resource to have when implementing inquiry-based instruction into the classroom for the first time.
[[@http://0-vnweb.hwwilsonweb.com.helin.uri.edu/hww/jumpstart.jhtml?recid=0bc05f7a67b1790eaa66f6bb533a34497e6dfef1b06be235fd4d2dfedc66f2864e7a4148b70923da&fmt=P Is the Inquiry Real?. The Science Teacher v. 76 no. 5 (Summer 2009) p. 40-3|Is the Inquiry Real?]]